多元与同一性:论化学与物理的教育关系

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Chemistry Education Research and Practice Pub Date : 2024-10-21 DOI:10.1039/D4RP00288A
Pedro J. Sánchez Gómez and Mauricio Suárez
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引用次数: 0

摘要

我们提出了一种解决化学和物理之间教育关系问题的方法,一方面基于科学表征的推理主义解释(Suárez M.,(2024),推理和表征。《建模科学研究》,芝加哥和伦敦:芝加哥大学出版社)。另一方面,我们借鉴了目前在科学教育中使用的科学身份的概念。我们认为,化学的代表性实践是发展化学身份的关键能力。我们把这个结论外推到物理学。表征性多元性的问题,也就是说,在这些科学中,一些物体可以以不同的方式被表征,因此与身份多元性的问题联系在一起,与一个人是否可能同时拥有化学和物理的身份的问题联系在一起。我们在列夫·维果茨基(Lev Vygotsky)的社会文化教育学框架内研究了这种情况的教育含义,得出结论:化学和物理的代表性多元性所固有的困难是社会学的:大学学位是围绕一个单一的、定义明确的身份建立的,因此倾向于排除任何损害这种统一性的多元化形式。作为这些结论的应用,我们研究了在本科阶段化学教育中引入分子量子描述的问题。我们得出结论,这种引入不应该基于分子轨道方法,而应该基于价键方法。
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Plurality and identity: on the educational relations between chemistry and physics

We present an approach to the question of the educational relations between chemistry and physics based on the one hand, on an inferentialist account of scientific representation (Suárez M., (2024), Inference and Representation. A Study in Modelling Science, Chicago and London: The University of Chicago Press). On the other, we have drawn on the notion of science identities, as is currently used in science education. We argue that the representational practices of chemistry are the key competencies for the development of a chemistry identity. We extrapolate this conclusion to physics. The problem of representational plurality, that is, that some objects can be represented divergently in these sciences is thus linked to that of identity plurality, to the question of whether it is possible for a person to simultaneously hold a chemistry and a physics identity. We study the educational implications of this situation within the framework of Lev Vygotsky's sociocultural pedagogy to conclude that the difficulties inherent to representational plurality in chemistry and physics are sociological: university degrees are built around a single, well-defined, identity, thus tending to exclude any form of plurality that compromises this uniformity. As an application of these conclusions, we have studied the question of the introduction of the quantum description of molecules in chemistry education at an undergraduate level. We conclude that this introduction should not be based on the molecular orbitals approach but, instead, on the valence bond method.

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来源期刊
CiteScore
4.80
自引率
26.70%
发文量
64
审稿时长
6-12 weeks
期刊介绍: The journal for teachers, researchers and other practitioners in chemistry education.
期刊最新文献
Back cover Student conceptualizations and predictions of substitution and elimination reactions: what are they seeing on the page?† Self-regulated learning strategies for success in an online first-year chemistry course ‘Seeing’ chemistry: investigating the contribution of mental imagery strength on students’ thinking in relation to visuospatial problem solving in chemistry† Student's study behaviors as a predictor of performance in general chemistry I
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